PDA-ESE: FOUNDATIONS OF EXCEPTIONAL STUDENT …



ESE: SB1108 - PDA: Teaching Students with Disabilities (Online)

20 Points per Certificate

07/12

2-100-080

Target Group:

Developed by the Florida Department of Education as an online learning experience, this module is designed to provide a professional development opportunity for educators who want to enhance their skills in working with students with disabilities. This component is intended to be completed in its entirety. No partial credit will be granted.

General Objectives:

The focus of this module will be to provide educators with information about the foundations of exceptional student education in Florida, the provision of services, and appropriate instructional practices for students with disabilities.

Specific Objectives:

• Identify state and federal legislation that has affected the education of students with disabilities.

• Identify the six principles of the Individuals with Disabilities Education Act (IDEA).

• Recognize the sequence in the exceptional education process from referral to reevaluation.

• Understand the safeguards that exit to ensure that the rights of children with disabilities and their parents are protected.

• Understand the typical development and characteristics (e.g., language, cognitive-

academic, social-emotional, sensory, physical-motor) of children.

• Compare and contrast the classifications and eligibility criteria established under IDEA and in the Florida State Board of Education rules.

• Identify models of support for assisting students with disabilities in accessing the general education curricula.

• Identify the guidelines of differentiated instruction used to maximize achievement for all students.

• Identify the principles and guidelines of Universal Design for Learning in order to eliminate barriers to learning.

• Explore how specially designed instruction for students with disabilities is related to universal instruction.

• Identify instructional strategies for acquisition, generalization, and maintenance of standards-based skills.

• Identify ongoing informal assessment techniques for adjusting instruction.

• Identify instructional tools that can be used to support a differentiated environment that is responsive to individual learner needs.

• Identify various adjustments that can be made to instruction to support a differentiated learning environment.

Upon completion of this component, participants will be able to:

1. Define and identify the federal and state requirements for identification and provision of services to students with disabilities.

2. Compare and contrast development and characteristics of students with disabilities to non-disabled peers.

3. Identify strategies for differentiating, adapting and providing accommodations in the classroom for students with disabilities.

4. Identify instructional methods for integrating instruction in the classroom.

Description of Activities:

Participants will achieve mastery of the objectives by completing the online module, in its entirety, which includes the following directed activities appropriate to the various areas of content and referenced within the module:

1. Complete all online learning activities.

2. Review all module content, related professional articles and websites.

3. Review references and resources.

Identify key terms associated with the exceptional students with disabilities

Complete activities to demonstrate understanding of sequential steps involved in the exceptional education process.

Complete all activities to demonstrate understanding of strategies for differentiating, adapting instruction.

Complete all activities to demonstrate understanding of instructional methods for integrating instruction in the classroom.

Complete activities to check understanding throughout all units.

Complete "Required - Check Your Understanding" activities within each unit of the module.

Complete the final assessment with a 80% accuracy rate.

Evaluation:

Participants will complete "Required - Check Your Understanding" activities in each unit of the module. Participants will be required to complete a final assessment at the end of the module and must score a minimum of 80% in order to print out a module completion certificate. Participants are given unlimited trials to achieve the 80% passing rate during the twelve week enrollment period with a mandatory wait time of 24 hours between each retake.

In order to earn in-service points participants are required to complete one of three follow-up activity options in addition to the module content.

Follow-Up Strategies:

Following successful completion of the module, participants must complete one of the follow-up activity options. The three options are outlined in the Teaching Students with Disabilities Follow-up Activities document.

Verification of completed follow-up activities by the participants' supervisor is required, in order for a district to award 20 in-service points. Each district is responsible to ascertain if the content of this module satisfies the content requirements for students with disabilities credit. In-service points are awarded by the school districts through their Master In-service Plan.

References:

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6A-6.03028 : Provision of Free Appropriate Public Education (FAPE) and Development of Individual Educational Plans for Students with Disabilities - Florida Administrative Rules, Law, Code, Register - FAC, FAW, eRulemaking. (n.d.).Florida Administrative Rules, Law, Code, Register - FAC, FAW, ERulemaking. Retrieved from 

6A-6.0331 : General Education Intervention Procedures, Identification, Evaluation, Reevaluation and the Initial Provision of Exceptional Education Services - Florida Administrative Rules, Law, Code, Register - FAC, FAW, eRulemaking. (n.d.).Florida Administrative Rules, Law, Code, Register - FAC, FAW, ERulemaking. Retrieved from 

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Benjamin, A. (2005). Differentiated Instruction Using Technology. Larchmont, NY: Eye on Education, Inc.

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Black, P., Harrison, C., Lee, C. S., Marshall, B., & William, D. (2004). The nature and value of formative assessment for learning. London: King's College School of Education.

Black, P. J., Harrison, C., Lee, C., Marshall, B., & William, D. (2003). Assessment for learning: putting it into practice. New York: Open University Press.

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Brookhart, S. M. (2009). Exploring formative assessment. Alexandria, VA: ASCD.

Brookhart, S. M. (2009). Feed up, back, forward. Educational Leadership, 67(3).

Categories of disabilities under IDEA. (n.d.). National Dissemination Center for Children with Disabilities (NICHCY). Retrieved from 

Carnine, D., Silbert, J., Kame'enui, E. & Tarver, S. (2009). Direct instruction reading (5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Carnine, D., Silbert, J., Kame'enui, E. (2006). Teaching struggling and at-risk readers: A direct instruction approach. Upper Saddle River, New Jersey: Pearson Education.

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Forsten, C., Grant, J., & Hollas, B. (2003). Differentiating textbooks. Peterborough, NH: Crystal Springs Books.

Forsten, C., Grant, J., & Hollas, B. (2002). Differentiated instruction: Different strategies for different learners. Peterborough, NH: Crystal Springs Books.

Gibson, V., Hasbrouck, J. (2008) Differentiated instruction: Grouping for success. Hightstown, NJ: McGraw-Hill Higher Education.

Gregory, G. (2003). Differentiated instructional strategies in practice. Thousand Oaks, CA: Corwin Press.

Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved January, 2010 from

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